Zuhri Wael

LANGUAGE LEARNING STRATEGIES USED BY UNIVERSITY
STUDENTS IN MASTERING ENGLISH ACADEMIC

VOCABULARY
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Bachelor Degree in

English Language Education Program
By;
ZUHRI WAEL
20168203095
ENGLISH LANGUAGE EDUCATION DEPARTMENT FACULTY

OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF
MUHAMMADIYAH SORONG
2020
ADVISOR APPROVAL
LANGUAGE LEARNING STRATEGIES USED BY UNIVERSITY

STUDENTS IN MASTERING ENGLISH ACADEMIC VOCABULARY
A Paper
By
ZUHRI WAEL
20168203095
ADVISORS SIGNATURE DATE
1. Heriyanti. S.Pd., M.Pd ………………..
2. Dian Saputra S.Pd., M.Pd ………………...
Sorong, ……………..… 2020

Head of English Language Education Department
Sorong Muhammadiyah University
Muhaiminah Akib S.Pd., M.Pd

NIDN. 1428058402
ii
MOTTO
The Roots of Education Is Bitter,

But The Fruit Is Sweet.
“Zuhri Wael”
iii
DEDICATION
After finishing this thesis in Universitas Muhammadiyah Sorong.

This thesis is especially dedicated to:
1. Allah SWT who always blesses me and gives me guidance and fluency in
finishing yhis thesis.
2. For my beloved father and mother ( Mustafa Wael and Naidi Wael ) whe
always give me support and also always give motivation to me.
3. Big thanks for my brother and sisther who always help me when I need your
help.
4. Special thanks to my friends Class H and G Academic Year 2016. That
always with me from first semester until I finish my thesis. You all the best
thank you so much all.
5. And thanks for my crazy friends ( Rahmat, Aburizal, Asrul, Ismi H, Kristina,
Yudi, Fahri and Yunus ) who always make me feel like one of the person that
lucky in the world, and I love you all. I hope all of you can be the success
persons in the future.
iv
ABSTRACT
ZUHRI WAEL. Language Learning Strategies Used By University Students in

Mastering English Academic Vocabulary (Supervised by Heriyanti and Dian Saputra)
This research aimed to find out language learning strategies used by university
students in mastering English academic vocabulary at third semester of English
Language Education Department in Universitas Muhammadiyah Sorong.
This research used qualitative research in the form of descriptive qualitative.

The participants of this research were taken from the third semester of the English
teaching Department in Universitas Muhammadiyah Sorong with a total of 10
students. The participants were the students who gained score A in the subject of
academic vocaulary
According to the results, the researcher found that the dominant strategy used
by students was the memory strategy which was ranked first, namely with a
percentage of 9,12%, followed by metacognitive strategy as the second rank with a
percentage of 7,68%, and the third ranking followed by affective strategy with a
percentage of 7,44%, and the fourth rank is followed by social strategies and
compesation strategies with the same percentage, namely 7,32%, and the last is
cognnitive strategies with a percentage of 6,96%. This assumes that successful
students have the ability to plan clear goals, control, review, and evaluate their
learning.
Keyword: Learning Strategies, Acdemic vocabulary
v
ABSTRAK
ZUHRI WAEL. Language Learning Strategies Used By University Students in

Mastering English Academic Vocabulary (Supervised by Heriyanti and Dian Saputra)
Penelitian ini bertujuan untuk mengetahui strategi pembelajaran bahasa yang

digunakan oleh mahasiswa dalam penguasaan kotsakata akademik bahasa inggris
semester tiga jurusan pendidikan bahasa inggris Universitas Muhammadiyah Sorong
Penelitian ini menggunakan penelitian kualitatif dalam bentuk deskriptif

kualitatif. peserta penelitian ini diambil dari semester tiga Jurusan Pendidikan Bahasa
Inggris di Universitas Muhammadiyah Sorong dengan jumlah 10 siswa. Peserta
adalah siswa yang memperoleh skor A di mta kuliah kosakata akademisi.
Menurut hasil peneliti menemukan strategi dominan yang digunakan oleh siswa
adalah strategi memori yang menjadi peringkat pertama yaitu dengan presentase
9,12%, diikuti oleh strategi metakoknitif sebagai peringkat kedua dengan presentase
7,68%, dan peringat ketiga diikuti oleh strategi afektif dengan presentase 7,68%, dan
peringkat keempat diikuti oleh strategi sosial dan kompensasi strategi dengan
presentase yang sama yaitu 7,44%, dan yang terakhir adalah strategi kognitif dengan
presentase 6,96%. Ini membuat asumsi bahwa siswa yang sukses memilki
kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan
mengevaluasi pembelajaran mereka.
Kata kunci: Strategi pembelajaran, kosakata akademis
vi
ACKNOWLEDGMENT
In the name of Allah, the beneficent, and the Merciful. Praise and gratitude be
to Allah for giving the strength and guidance for the writer, so that this thesis can be
finished accordingly. Peace and blessing be upon Prophet Muhammad SAW, his
family, his relatives, and all this followers.
The written of this thesis entitled “Language Learning Strategies Use by
Students University in Mastering English Academic Vocabulary”. This thesis is
written to fulfill one requirement to obtain the sarjana degree at Department English
Teaching Faculty of Teacher and Training Education Universitas Muhammadiyah
Sorong.
Finishing of writing this thesis is actually a miracle for me since it was firstly
regarded as a task would be very hard to do. However, it has now been denied since
this thesis has finally been written. Then, I would like to thank Allah SWT for the
Blessing given to me so that the writing of this thesis has been finished without any
meaningful problem. Additionally, the writer is grateful to the following for their
supports and helps.
1. Dr. H. Muhammad Ali, M.M., MH. The Rector of Universitas Muhammadiyah
Sorong for this advice during the researcher studied in the university.
vii
2. Heriyanti. S.Pd,. M.Pd. The Dean of Faculty of Teacher Training and Education
Universitas Muhammadiyah Sorong.
3. Muhaiminah Akib S.Pd,. M.Pd The Head of English Language Education
Program of Faculty of Teacher Training and Education Universitas
Muhammadiyah Sorong (UMS), who have helped, guided, and supported the
researcher.
4. The researcher thanks for the guidance and correction to his writing; deeply
thanks are expressed to some people, especially to
Heriyanti S.Pd,. M.Pd and Dian Saputra S.Pd,. M.Pd as the first and the second
consultants who always give advice and guidance.
5. Thank you to Students of semester trhee at the Universitas Muhammadiyah
Sorong. Thank you for helping me to research in your generation
viii
LIST OF CONTENT
ADVISOR APPROVA L.........................................................................................................ii

MOTTO..................................................................................................................................iii
DEDICATION........................................................................................................................iv
ABSTRACT.............................................................................................................................v
ABSTRAK..............................................................................................................................vi
ACKNOWLEDGMENT........................................................................................................vii
LIST OF CONTENT..............................................................................................................ix
LIST OF FIGURES................................................................................................................xi
LIST OF TABLES.................................................................................................................xii
LIST OF APPENDICES.......................................................................................................xiii
A. Background of the Study......................................................................................1
B. Research Question................................................................................................4
C. Objective of the Research.....................................................................................4
D. Significance of the Research................................................................................5
E. Scope of the Research..........................................................................................5
CHAPTER II............................................................................................................................6
REVIEW OF LITERATURE...................................................................................................6
A. Some previous studies..........................................................................................6
B. Some Pertinent Ideas............................................................................................9
1. Definition of Learning Strategy................................................................................9
2. Kinds of Learning Strategies..................................................................................11
3. The Importance of Learning Strategies..................................................................17
4. Definition of Academic Vocabulary.......................................................................18
5. Types of Academic Vocabulary.............................................................................19
6. Academic words and words list..............................................................................20
C. Conceptual framework.......................................................................................23
FIGURE 2.1 Conceptual Framework.....................................................................................23
CHAPTER III........................................................................................................................24
RESEARCH METHODOLOGY...........................................................................................24
ix
A. Research Method and Design.............................................................................24
1. Method...................................................................................................................24
2. Design....................................................................................................................24
B. Setting of the Research.......................................................................................25
C. Participant of the Research.................................................................................26
D. Instrument of the Research.................................................................................27
E. Technique of Data Collection.............................................................................28
F. Data Analysis.....................................................................................................30
REFERENCES......................................................................................................................55
APPENDICES.......................................................................................................................57
x
LIST OF FIGURES
Figure 2.1 Conceptual Framework ………………………………………………..…………24
Fifure 3.1 Planing Activities …………………………….…………………………………..27
xi
LIST OF TABLES
Table 3.2 Description of the Questionnaire …………………………………………………31

Table 4.1 Result of Sosial Strategies ………………………………………………………...34
Table 4.2 Result of Metaognitive Strategies ………..……………………………………….34
Table 4.3 Result of Affective Strategies …………………………………………………….36
Table 4.4 Result of Memory Strategies ……………..……………………………………….37
Table 4.5 Result of Cognitive Strategies …………………………………………………….39
Table 4.6 Result of Compesation Strategies …………………………….…………………..40
Table 4.7 Classification of Questionnaire Result ……………………………………………42
xii
LIST OF APPENDICES
Appendix 1 Research Instrument

Appendix 2 Research Data ……………..……………………………………………………
Appendix 3 Documentation
xiii
CHAPTER I
INTRODUCTION
This chapter consists of Background of the research, Problem of the
research, the Objective of the research, and Significant of the research
(theoretically and practically), Scope of the research.
A. Background of the Study
Vocabulary is one of the essential language components in studying
English. Without a proportional amount of vocabulary anyonewill get trouble
in speaking, reading, listening and writing. In other words, the first that to be
master for language learner in learning language especially English is
vocabulary. It means that learning vocabulary is very important, especially for
student who learn at university. They must master English vocabulary and its
grammatical rules to make communicate to another people.
Vocabulary in not easy to master, because student still gets difficulties
to master vocabulary because vocabulary is base of language skill, the general
problem when the students confuses what the strategy applied to master in
vocabulary, because the students who lack of vocabulary the students find it
difficult to applied the other English skills.
Vocabulary is needed to improve the four language skill, namely
listening, speaking, reading, and writing. Without grammar, very little can be
conveyed, without vocabulary nothing can be conveyed. When we just learn
about grammar without learning vocabulary, we cannot express anything. It
1
shows that English has a special place in the teaching of the foreign language
at university.
Academic vocabulary is used across all academic disciplines to teach
about the content of the discipline; e.g, students who study chemistry are
required to know the chemistry concepts. According to Marzano (2005, as
cited in Adger, 2002) academic vocabulary includes general academic terms
such as analyze, infer and conclusion. It enables students to understand the
concept and content; it is critical for students who have a deep understanding
of the content vocabulary in order to understand the concept expected
throughout the concept standards (Schidt, 2005, as cited in Zwiers, 2008
Students’ reading comprehension skill are strongly related to ability
mastery of the student’s vocabulary itself. Tarigan (2009:58) adds reading
understanding is a kind of reading that aims to understand standard or literary
norm, critical reviews, drama writing, and fictional pattern. So, readers don’t
just understand the contents reading, but also able to examine the contents of
reading give an assessment by connecting with experience and knowledge it
has so that it creates a deeper understanding. Tarigan (2015:2) adds that the
quality of a persons’s ln,anguage depends on the quantity and quality of the
vocabulary they have. The richer the vocabulary, the more likely we are to be
skilled in language. This means that mastery of a person’s vocabulary
determines the language quality of that person. Without having adequate
vocabulary mastery, it is very difficult for the person to have a good
2
interaction. Nurgiyantoro (2014:338) explained vocabulary can be divided
into receptive and productive mastery, namely the ability to understand and
use vocabulary. When reading and listening activities are needed
understanding skill, while in writing and speaking activities required the
ability to use vocabulary.
This phenomenon of massive mass of people who want to learn
English happens almost in all countries in the world actually in Indonesia.
Indonesian people have big interest in learning English. Consequently,
English becomes the foreign language that is learned in the school. Learning a
foreign language is not easy for students because they learn about something
that they never know before. The students not only study about reading and
memorizing some vocabularies but also study about grammatical competence,
culturaldifferences and socio linguistic features. Therefore, the students need a
particular strategy in learning to help them gain the knowledge and skills.
Bjorklund (2010) stated that “strategy is goal-directed and deliberately
implemented mental operations used to facilitate task performance.” From
that statement, it is clear that strategy is specific method used by students to
solve a problem or task when they are learning. The students use different
strategies to learn foreign language. It depends on the students themselves and
their characteristic. They can choose the appropriate learning strategy that is
suitable for them to help them understand what they have learn. So, learning
strategy is needed to make learning easier, faster, more enjoyable and more
3
effective. Brown (2007) has stated that the strategy is divided into direct
strategies and indirect strategies. The direct strategies consist of memory
strategies, cognitive strategies, and compensation strategies. While indirect
strategies consist of meta-cognitive strategies, affective strategies and social
strategies. These strategies used by the students during learning second
language
Based on the explanation above, it shows that some students’ actually
successful students have their own learning strategies to learn academiv
vocabulary. The researcher is interested in conducting a research on this field
especially on the finding of the learning strategies that are used by successful
students. The researcher conduct the research in third eemester at Universitas
of Muhammadiyah Sorong.
B. Research Question
Based on the background of the problems is ”What are language
learning strategies used by high level students in mastering English academic
vocabulary at English Department of Sorong Muhammadiyah University ?”
C. Objective of the Research
The objective of the research are to find out language learning
strategies used by high level students in mastering English academic
vocabulary at English Department of Sorong Muhammadiyah University.
4
D. Significance of the Research
This research is expected to give contribution theoretically.
Theoretically, it are expected to give contribution to foster the theory about
language learning strategy especially in English academic vocabulary at
English Department of Sorong Muhammadiyah Universicty, and also what
strategies do students use in memorizing vocabulary
E. Scope of the Research
To make the researcher are not too wider. The researcher limited the
research on language learning strategies used by high level students in English
academic vocabulary in three semester of English language education
department of Sorong Muhammadiyah University.
5
CHAPTER II
REVIEW OF LITERATURE
On this chapter the researcher would like to discuss about some
previous studies and some pertinent ideas
A. Some previous studies
There are some researchers who had conducted the study related to the
researcher’s topic some of researcher as follow:
First, Rachmawati (2012) did a research about language learning strategies
used by learners in learning speaking. This study is a descriptive study
investigating learners’ language learning strategies (LLS) in learning speaking
and the different strategies used by the high and low achievers of the class.
The study used a descriptive method. Since the data for the study are both in
the form of words and numbers, a mixed method design has been employed.
To collect the data, a modified questionnaire of SILL, score recording, and
interviews are used. The findings show that compensation strategies (M=3,48)
are the most frequently used strategies employed by all learners. Meanwhile
differences in the strategies used by thehigh and low achievers in speaking are
found in terms of the frequency of use, strategy category, and varieties of
strategy.
6
Second, Yunus, et al (2013) on their study. The main objective of the
study was to investigate language learning strategies use among gifted
students enrolled in special program called PERMATApintar Education
Program.Data was gathered using a survey questionnaire with 140 students.
The instrument used in their study was Strategy Inventory Language Learning
(SILL) questionnaire by Oxford (1990). Data was analyzed using descriptive
analysis. The findings revealed that gifted students use more indirect
strategies particularly metacognitive strategies than direct strategies than
direct strategies. There was variation in responses with regard to the use of
language learning strategies among Malaysian gifted students. Language
learning strategies have many potential benefits to educators, teachers and
students. Implications and suggestions for future research are further
discussed.
Third, Sadeghi & Khonbi (2013) on their study “learners’ starting age of
learning ELF and use of language learning strategies”. Their study was a
qualitative comparative study. The result of their study indicated that the
individual language learner different in terms of their starting age of second
language learning did influence students’ choices of LLS. Students who began
learning English at different ages used different LLS because of their different
goals on learning English. Those who began learning English at a younger age
learnt English to communicate with foreigners but those who began learning
English at an older age learnt English to get in to the universities. They
7
suggested for further research might be that besides structured interviews,
other possible methods could be introspective interviews, stimulated recalls,
and think-aloud protocols and also it was necessary y to investigate if strategy
training could be designed to cater for the needs and interests of students with
different starting ages in learning English. Then, further research might
include the role of other variables such as motivation, interest, and attitudes
toward second language learning.
Fourth, Suwanarak (2015). This research aims to understand language
learning strategies of Thai adult learners and factors affecting their strategy
use. His study obtain data through two data collection method: a questionnaire
and a semi-structured interview. The questioner was based on the Strategy
Inventory for Language Learning or SILL model (Oxford, 1990). The findings
of quantitative data and could be valuable resources for considering
appropriate ways in which English proficiency of Thai adult learners could be
developed. Implications are drawn regarding the language learning strategies
of adult learners and their strategy use as professional engagement as well as
recommendations for future research.
Fifth, Ridha (2017) did a research students strategies in learning
vocabulary of the x year students. Students will find difficulties in learning
English if they do not know strategies in learning vocabulary. The research
purposes were: 1) To find out the students’ strategies in learning vocabulary in
various boarding schools, and 2) To find out the dominant strategies used by
8
senior high school of the X year students in various boarding schools. In this
study the writer used descriptive qualitative design. The population of this
study was the students of Mas Oemardiyan, Mas Al-Manar. Mas Riab
consisting of 74 students. In collecting the data, the writer used open
questionnaire as instrument. The result of the data showed that many students
employed more than one strategies in learning vocabulary.
Based on the previous researches, the researcher concluded that the things
that make this research being different with the previous research are this
research will take the participant in English language education department
students in university of muhammadiyah sorong. The research takes the
participant from students’ language education department semester three. In
addition, the researcher will divide participant y students’ level score in the
research. So that, this research will see the way students perceive the language
learning strategies.
Some Pertinent Ideas
1. Definition of Learning Strategy

To understand the meaning of language learning strategies is
important in learning and teaching English.this can help to have a better
understanding of language learning strategies better. The word strategy
comes from Greek which means a high-level plan to achieve one or more
goals. According to Brown (2016) strategy is a special method of
approaching a problem or manipulating information to achieve the goals.
9
In education, grad ually, the concept of strategy had a big influence on
him.
Oxford (1990: 7-8) explained that the words ‘strategy’ comes
from strategies. It is an ancient Greek term which means general of the
art of war used for war. Then she tried to compare with the word tactics.
For her, both of those words contain similarities, such as competation,
Concious manupulsti, planning, and movement towards a goal.
Learning Strategies are the behaviors thoughts that a learner
engages in during learning that are intended to influence the learner’s
encoding’ process. (Weinstein and Mayer 1986)
According to Jones et al. (1987), both less proficient and more
proficient students are able to develop effective learning strategies. This
theory tells us that in making en effective learning process, not only
stemming from proficient understanding, language learning can lead to
better.. Understanding language learning can lead to learning progres.
That makes leasing essential in today’s learning environment.
Based on the description above, it can be seen that learning
strategies take by students in order to complete a learning task and enable
effective leaders.
2. Kinds of Learning Strategies

Performers (direct strategies) are the main actors that directly
involved to the target language while the directors (indirect strategies) are
10
indirectly involved to the target language Husain (2011:43), but they are
important for general management in learning target language. Direct
learning strategies consist of memory strategy, cognitive strategy and
compensation strategy. Meanwhile, the indirect learning strategies consist
of metacognitive strategy, affective strategy and social strategy.
a. Direct Strategy
1) Memory - Related Strategy
Memory-related strategies is the strategies of entering
information into the brain according to the way the brain works
(brain based technique). Because the methods used are in line
with the way the brain works, this will improvecreativity and
efficiency of the brain in absorbing and storing information.
According to Arellano (2017) said Memory strategies involve
the mental processes for storing new information in the memory
and for retrieving them when needed. These strategies entail four
sets: creating mental linkages, applying images and sounds,
reviewing well and employing action.Strategies can be used by
teachers, parents, or by students themselves. Teachers using
strategies will be able to vary their presentations so that they use
a variety of teaching styles.
11
Based on some explanations of the experts above, it can be
conclude that the memory strategies involves the mental process
for storing new information in the memory and for retrieving
them when needed.
2) Cognitive Strategies
Cognitive strategies enable the learner to manipulate the
language material in direct ways, for example: through
reasoning, analysis, note taking, summarizing, synthesizing,
outlining, reorganizing information to develop stronger schema
(knowledge structures), practicing in naturalistic settings, and
practicing structures and sounds formally. According to
Weinstein et al (Cited by A Simsek, 2010), in their review of
research on the teaching of learning strategies, conceptualized
two main categories of strategies, 1) teaching strategies, such as
the teacher presenting material in a certain way, and 2) learning
strategies, such as the learner summarizing material in a certain
way. They further differentiated eight categories of learning
strategies, including basic and complex rehearsal strategies, basic
and complex elaboration strategies, basic and complex
organizational strategies, comprehension monitoring strategies
and affective and motivational strategies.
12
Based on some explanation by the experts above, it can be
summarized that the cognitive strategies is a conscious way in
processing the target language. It involves four categories as
well; practicing, receiving and sending messages, analyzing and
reasoning, and creating structure for input and output.
3) Compensation Strategies
Compensation learning strategies are used by learners who
are have a fairly high skill. This learning strategy usually used to
overcome some limitations in conversation. Lessons in trouble
explaining something in the language learned, for example, can
use the resolution or translation in the utterance to be saved to
keep the process running. In fact, Body Movements can be used
to cover the limitations he faces. Including learn this strategy
determine or choose yourself topics to be discussed. In fact,
trying to avoid topics which also a difficult strategy in this
group. According to Cohen (Cited by Hamidin, 2015) asserted
that compensatory strategies that are used for speaking and
writing (often known as a form of communication strategies) are
intended only for language use and must not be considered to be
language learning strategies.
Based on some explanation by the experts above, it can
be summarized that the compensatory strategies is in this
13
strategy consists of guessing intelligently, and overcoming
limitations in speaking and writing.
b. Indirect Strategies
1) Metacognitive Strategies
A metacognitive strategy is any learner's behavior related
to tactics or ways of learners to face and managing teaching
and learning materials. In this study, strategy metacognitive
manifested various types of activities that can be put in the
following three categories: focus attention, plan and arrange
teaching and learning activities, and evaluating teaching and
learning. Can be stressed that all this must come from and is
done by the learner. According to Moore (Cited by Pharm,
2017), said the metacognitive refers to a person’s
understanding of his knowledge, and thus a deep understanding
of his knowledge would reflect his affective use or a clear
description of pertinent knowledge.
summarized that the metacognitive strategies. This strategy
consists of centering your learning, arranging, and planning
your learning, and evaluating your learning.
2) Affective Strategies
14
According to Mulyasa (Cited by Arini, 2013) learning can be
improved by developing aspects of affective (emotional
intelligence), because through the development of intelligence
alone is not able to produce a whole human being, as expected
by national education. Because basically learning is different
from teaching which in principle describes the activities of
teachers, while learning describes the activities of students. So
that through learning there will be a process of developing
religious morals, activities, and creativity of students through
various interactions and learning experiences.
Meanwhile, in the Big Indonesian Dictionary, the word
'affective' is identified with the term emotion and is interpreted
in three kinds, namely: 1) with regard to feelings (fear, love), 2)
influencing circumstances, feelings, and emotions, 3) having a
style and meanings that indicate feelings (style of language or
meaning).So that affective learning strategies can be interpreted
as strategies designed by the teacher in learning activities that
are not only centered on students' cognitive, but how the
learning can also make changes in behavior in students through
intentional planting of value.
summarized that the affective strategy. Affective strategy
15
assists learners to manage their emotions, motivation, and
attitudes toward learning process.
3) Social Strategies
Social strategy is all student behaviors related to the
work of students with their peers in achieving learning goals.
This strategy is manifested in activities: talking to friends about
lessons, helping friends in accordance with teaching and
learning activities, asking friends for help, complimenting
friends, harassing or cheering friends, and disturbing friends.
According to Lestari (2015) this strategy facilities
language learning trough interaction with others. It consist of
asking questions, cooperative with others, and empathizing
with others. Asking questions can be described as 1) asking
clarification or verification, or 2) asking for correction.
Meanwhile, cooperating with others can be applied by 1)
cooperating with peers, or 2) cooperating with proficient user
or native speaker of the language. And last is empathizing with
other involves 1) developing cultural understanding, and 2)
becoming aware of others’ thoughts and feelings.
Based on some explanation by the experts above, it can
be summarized that the social strategies. This strategy
facilitates language learning through interaction with others. It
16
consists of asking questions, cooperating with others, and
empathizing with others.
3. The Importance of Learning Strategies

Knowing the importance of language learning strategies is a
significant thing for the learner. Many people are not aware that
learning strategies are important aspects in learning foreign
language. Those learners just follow the teacher’s instruction. Only
a few learners are aware the importance of language learning
strategies that can make an effective way in learning the language.
As many researchers like Oxford, Cohen, et al in Shmais’s journal
have emphasized that effective learners used many different
strategies in order to solve the problem that they face or producing
the language. Moreover, many earlier researcher also confirm that
good learners employ language learning strategies in learning the
language.
Using language learning strategies appropriately can make
improvement in learner’s language skills. According to
Hismanoglu(2000) stated that language learning strategies help
language teachers about how their student asses their situation in
learning process, plan, choose skills so they can understand, learn,
or remember information in the language classroom. It can be seen
that thelanguage learning strategy is an important aspect in
17
learning foreign language because it is a basic aspect of learning
language that can make learners increase their language
knowledge.
4. Definition of Academic Vocabulary

Academic vocabulary can be difficult to define. One broad
definition is the vocabulary which can be used in academic
context. The here though is what do we mean spoken context (e.g.
lectures, seminars, presentations), written contexts (e.g. essays,
articles, reports), or both? Writers on academic vocabulary tend to
focus on the letter, and often overlook the former. It also depends
on what subject we are talking about. The academic vocabulary
necessary for writing a science laboratory report (e.g. apparatus,
procedure, errors) has some differences from the academic
vocabulary which might be used in social science research (e.g.
survey, population, sample). Though of course they would also
have much in common.
Academic vocabulary is difficult to define, because it
depends very much on what kind of context we are talking about.
For example, spoken academic language different from written
academic language (though they also have much in common); the
language for biology differs from the technical language they use
18
(though again, they have much in common). The main issue for
EAP students is to raise your awareness of which general words
are formal enough to use in academic writing, build your
knowledge of common academic words, and study and learn the
technical vocabulary which is used in the discipline you are
studying (or plan to study).
Academic vocabulary helps students to convey arguments
and facilitate the presentation of ideas in a sophisticated manner. It
prepares students for academic success by helping them preview,
learn and practice vocabulary from Academic Words List
(Cummins, 2002, as cited in Zwwiers, 2008)
5. Types of Academic Vocabulary

a. General words academic
The General Service List (GSL) is a useful starting place
to identify general English words. Many of the words in the
GSL can be used in academic context. Consider these
example, all of which contain only words from the GSL, but
all of which are acceptable in academic speech or writing,
6. Academic words and words list

Academic Words List. This can be a useful resource for
building general academic vocabulary, though it should be
19
remembered that this list is derived from written academic texts, so
is most useful for written contexts. It is also important to use the
list appropriately: do not just try to learn all the words. A useful
tool is the Academic Words List highlighter, which will help you
study the words in context, as well as giving definitions,
pronunciation and examples sentences.
There are two other commonly used lists for academic English.
One is called the Academic Collocation List, or ACL for short.
This lists commonly used collocations in written academic texts
(e.g. vast array, great accuracy). The other is called the Academic
Formulas List, or AFL for short. This lists commonly used
formulaic sequences in academic English (e.g. in terms of, at the
same time). As with the AWL, both of these lists were produced
following extensive research.
7. The Problem of Vocabulary
There are several strong reason for which the vocabulary
components of language course needs to be carefully planned.
Firstly because different vocabulary gives greatly different return
for learning. It is important to make sure that learner have a good
20
control of high frequency words of the language before moving on
the less frequent vocabulary. Secondly, most language teaching
course make vocabulary learning more difficult that it should be as
a result of the way vocabulary in the course is sequenced.
Grouping, opposites, synonyms, and items in a lexical set together
courses. Interference that result in confusion for the learners. It is
simple matter to avoid this problem. Thirdly, vocabulary learning
opportunities and the quality of vocabulary learning can be geatly
increased through the careful design of both vocabulary and others
skill activities.
Many problem faced when Indonesian students learn a target
language such as English in vocabulary is they cannot understand
what the connection between the new vocabulary they have
learned with the function of the vocabulary word, then they cannot
apply their new vocabulary in their mind for communication.
Term used to classify word based on their functional categories
are called part of speech. The classification of the words of a
language in this way is dependent on their function in
communication. Noun can occur in certain places in sentence and
serve certain function. Verb, adjective, and adverb also occur in
certain laces in sentences and serve special function. In English,
the functional categories include pronouns and interjections.
21
Noun is a member of a class of words that can function at the
subject or object in a construction, refer to places, animals, things,
states, or qualities. Verb is a member of a class of words that can
function as the main elements of predicates, typically express
action, state, or a relation between two things. Adjective is word
used to quality a noun or pronoun. Adverb is a word which
modifies a verb, adjective or another adver
22
B. Conceptual framework
As mentioned above, the students should master vocabulary.
Vocabulary is one basic elements in mastering English, because if students
cannot master in vocabulary the students automatically will not obtain the
four of skill of English, such as listening, reading, speaking, and writing.
ENGLISH LANGUAGE
ENGLISH SKILL
READING SPEAKING WRITING LISTENING
ACADEMIC
VACOBULARY
ff
STRATEGIES IN
VOCABULARY
FIGURE 2.1 Conceptual Framework
23
CHAPTER III
RESEARCH METHODOLOGY
This chapter present the Methodology use in conducting this research.
It present the research method and design, setting of the research, participant
of the research, instrument of the research, technique of data collection, and
data analysis.
A. Research Method and Design

1. Method
The method will used by the researcher in this research is qualitative
research. According to Criswell (in Klenke: 20008) qualitative is inquiry
process of understanding based or distinct methodological traditions of
inquiry that explore a social human and human problems. As the research
questions above, this research has main problem that would be answered
in this research. And the problem is knowing what language learning
strategies that students of three semester used.
2. Design
The design in this research is descriptive qualitative research. Burns
and Grove (2003: 19) describe a qualitative approach as “as systematic
subjective approach used to describe life experiences and situations to
givethem meaning”. In this research, the researcher try to find what
language learning strategies that students of three semester used in learn
Academic Vocabulary.
24
B. Setting of the Research
Place : This research will be conducted at University of Muhammadiyah
Sorong, located on Jln. Pendidikan No.27 Remu Utara, Malaingkedi, Sorong
Utara, Kota Sorong. When students use learning strategies help them to
measure their level of success in learning English. To overcome this problem,
the students need to find out what learning strategies are useful for them. In
addition, this university has several semester in English Education
Department, namely first semester, third semester, fifth semester, seventh
semester and ninth semester. The researcher took students’ semester three as
participant. In addition, the researcher divides the participant by students’
level score in the research. Therefore, the researcher chose University of
Muhammadiyah Sorong as the place
Time : the researcher require a design time that is right so the research, the
researcher can run well and accordance with what expected, namely getting
the result maximum. The following is a research planed by research.
25
And it consists of sereral aktivities:
Activity
10- 10- 15- 15- 25- 1- 10- 20- 23- 15- 20- 30- 5-Dec
Mei Jun Jun Jul Aug Sep 0ct Oct 0ct Nov Nov Dec
a.
Preparation
Preparation
and
submission
of the title
research
b.
Preparation
of the
research
proposal
Implementati
on
a. Research
proposal
b. Collecting
of data
c. Analysis
the data
Final thesis
a.
Preparation
and guidance
of chapter IV
and V
b. Thesis
examination
Figure 3.1 Planing activities
C. Participant of the Research
The participants of this research will take semester three in English
Teaching Department, then the participant consisted of 10 students. The
researcher took participant from semester three because students from this
semester were students who were specifically chose because of their high
level score or they were score A in the subject of Academic Vocabulary.
That’s why researcher are interested in making research in semester three. For
fill the questionnaire the researcher took 10 students as main instrument in
this research. And then the researcher took 5 students for doing interview as
26
supporting instrument in this research. Therefore, the researcher will be taking
the students as the participants on this research.
D. Instrument of the Research
The instruments of this research are questionnaire and interview.
Questionnaire as main instrument and interview as supporting instrument. The
researcher will use questionnaire and interview to know the learning strategies
used by students of third semester in mastering English vocabulary at
University of Muhammadiyah Sorong.
1. Questionnaire
The researcher use Open-Ended Questionnaire. Sugiyono (2008:142)
explained that questionnaire is a technique of collecting data that is done
by giving some question some question or statement to respondent.
Questionnaire is a list of questions given to others with intention that get
their responses, according to the way of giving responses, there are open-
ended and close-ended questionnaire (Arikunto, 2016:102-103).
Questionnaire is distribute to the students as the respondent from this
research. The researcher give the time to the respondent to fill the
questionnaire and after the respondents fill the questionnaire the
researcher collect that and analyzed the data. We can see the
blueprint/Indicator of the queationnaire in appendix 1: (Research
Instrumnt)
27
2. Interview
One of the technique for obtaining information is interview by asking
the students or respondent.The researcher applied semi-structure
interview where in the process of collecting the data, the researcher just
listen the guidance questions and the further questions developed in the
process of interview.Sugiyono (2012: 233) Semi-Structured interview is a
type of interview in the in-dept interview category. Where in the
implementation freer when compared with structured interviews.And then
Creswell (2008:226) also classify the interview into four types, those
types are 1) one-on-one interview 2) focus group interview 3) telephone
interview 4) electronic e-mail interview. We can see the
Blueprint/Indicator in appendix 1 (Reseacrh Instrument).
E. Technique of Data Collection
According to Puta (2014:37) data collection technique is the
researcher’s ways in collecting data from samples, informants, as well as of
the object. In this research, the researcher applied interview and questionnaire
as instrument. First of all, the Interview is conducted after teaching class but
the researcher selects two classes for the research. The researcher stays in the
classroom to observe the participants. And also to support all of the
instrument the researcher will take a photo to support the instrument.
However, the researcher will give an Interview after class to make the
28
participants having a free space in responding the questions give by
researcher. Researchers give interviews to students who choose as a sample.
The sample consisted of 5 students. However, to determine the level of
participants, researchers will draw from student documents or transcripts from
students' English grades. Interview guidelines consist of 5 semistructured
questions. However, researchers transcribe the data in the recording and
translate it in English to analyze it to get the data.
Second, a questionnaire will be given to the participants in third
semester. It will be used to support interviews to obtain data. Participants will
check the list by following the following criteria: (5) strongly agree, (4) agree,
(3) disagree, and (2) disagree, (1) strongly disagree. Then, the questionnaire
guidelines consisted of 12 statements from the six parts of the learning
strategy. However, each strategy has 2 statements. However, researchers will
provide questionnaires before conducting interviews.
Table 3.2 description of the questionnaire
No Category Number of item Item

1 Social strategies 1,2 2
2 Metacognitive strategies 3,4 2
3 Effective strategies 5,6 2
4 Memory strategies 7,8 2
5 Cognitive strategies 9,10 2
6 Compensation strategies 11.12 2
29
F. Data Analysis
In analyzing the data the researcher become the center in analyzing
data collecting in the field. Questionnaire and interview are use to obtain the
data. First Questionnaire, the researcher would get the data from the
questionnaire to support the data from interview to know the strategy use by
students. Then, the researcher would use formula from (sugiono, 2011: 199)
as follow:
T x Pn
T = The total number of respondentds who voted

Pn = Choice of Lingkert numbers
Second, interview the researcher would get the data to analysis the
data from the students. Miles & Huberman (1994: 10-11) state that there were
three steps in qualitative data analysis, they are: data reduction, data display,
and drawing conclusion/verification. Each step was explained further as
follows:
1. Data Reduction
Data reduction refers to the process of selecting, focusing, simplifying,
abstracting, and transforming data that appear in written-up field notes or
transcriptions. The data reduction process continued after fieldwork until a
final report was completed.
30
The researcher would hear and transcribe the students’ answer from
the interview. The researcher would translate and reduce the data from the
interview in order to get the important information from interview.
2. Data Display
A display was an organized, compressed, assembly of information that
permits conclusions drawing and action. Data display help the researcher
to understand what is happening and to do something-either analyze
further or take action-based on that understanding. To obtain the data will
display descriptively.
3. Drawing Conclusion & Verification
This is the last step in data analysis. In this step the researcher
concluded and verified all the data that have been select and compressed
based on the research needs.
The researcher would conclude the data in order to answer of the reason.
31
CHAPTER IV
FINDING AND DISCUSSION
This chapter consists of finding and discussion that will show the result of the
data found in field and discussion.
A. Findings
This chapter present data found related to students learning strategies about
mastering English academic vocabulary for students semester three in University
of Muhammadiyah Sorong. Learning strategies very important for support
students learning. So this section, the researcher will present the findings on
based related to the strategies used by students in learning in third semester at
University of Muhammadiyah Sorong. Data obtained from semi-structured
interviews and open questionnaires as instruments to collect data and to identify
students needing research questions. The research were drawn from students who
they has scored in academic vocabulary.
Interview data obtained in the research process shows that students have
different ways of learning by implementing their learning strategies. That will be
mentioned as follows:
32
1. Social Strategy
Table 4.1 Result of Social Strategies
Semester SA A N D SD Mean
1 7 2 2,90
3 2 1 4 3 3,20
From the table above, it can be seen from the percentage of Mean on
both statetment in social strategies, it show that srudents of the third semester
on the firt statmet with 2.90. It show that students are not frecuently use social
strategies in their language learning. And on the second statement with 3.20. It
show that students frequently use social strategies in their language learing.
And from this participant, the researcher choose 5 students to be interviewed.
The result of the interview process will be listed as followed.
Extract 4
“Iya, saya suka belajar bahasa inggris bersama teman-teman yang

lebih pintar karena mereka bisa sharing-sharing ilmu yang seperti
kata-kata bahasa inggris yang belum saya ketahui gitu”. (Student 4,
Vovember 7th 2020)
“Yes, I like to learn English with friends who smart, because they can
sharing the knowledge like words of English who I don’t know”.
(Student 4, Vovember 7th 2020)
“Iya, sangat membantu karna eeeeeeee,, separti yang tadi saya
bilang, mereka bisa membantu memberitahu kayak kosa-kata atau
pelajaran-pelajaran yang belum saya ketahui gitu”. (Student 4,
Vovember 7th 2020)
“Yes, it’s helpful because like just now I am saying, they can help
33
From the interview above student 4, choose to use social strategies for
learning because learning with friends who are more knowledgeable will add
to their insights. By inviting communication using English, and inviting to
collaborate with other friends in the learning process. This was also done by 4
other students namely controlling themselves when dealing with the audience
when explaining the subject matter. Because the language-based explanation
is a form of social behavior. This can be used as a communication tool and
can also be used to facilitate interaction by asking questions and cooperating
with others in the learning process. Learning with others and the right social
strategy is very important in this process. This causes students to get used to
making communication.
2. Metacognitive Strategies
Table 4.2 Result of Cognitive Strategies
2 2 4 2 3,20
3 2 3 1 2 3,20
both statetment in cognitive strategies, it show that students’ of third semester
on the firt statmet with 3.20, it show that students frecuently use social
strategies in their language learning. And on the second statement with 3.20. it
34
Extract 2
“Iya, saya sering menulis catatan kecil dan meteri yang menurut saya
perlu di tulis, karena ini dpat mempermudah saya untuk mengingat
dan memahami materi yang telah di berikan dosen di kelas”. (Student
2, November 7th 2020)
“Yes, I often write small notes and materials that I think needs to write
it, because this can make it easier for me to remember and understand
the material that the lecturer has given in class”. (Student 2,
November 7th 2020)
“Sebagian besar dari tulisan-tulisan itu cukup membantu”. (Student 2,
November 7th 2020)
“Most of those writings are quite helpful”. (Student 2, November 7 th
2020)
From the above interview student 2, choose to use metacognitive
strategies for learning because according to them taking notes that have never
been known is very important. Because according to students, what is
explained by the lecturer is can help them. And that makes students often
record lessons that students think are important. This was also done by 4 other
students who were taking notes which they thought were important to be
learned back at home. Because based on the explanation metacognitive
strategies are actions that go beyond pure cognitive devices, and that provides
ways for students to coordinate their own learning processes. This strategy is
used to organize, plan, focus, and plan one's learning.
35
3. Affective Strategies
Table 4.3 Result of Compensatory Strategies
1 3 3 1 2 3,00
3 3 1 3 1 2 3,20
both statetment in affective strategies, it show that students’ of third semester
Extract 2
““Ada sih,, waktu pertama baru maju ke depan, karena kan kayak
macam masih muka-muka baru gitu, Jadi, gugup masih ada sih, tapi
setelah lama-kelamaan gitu sudah tidak terlalu sih, dan kalo misalnya
aku gugup juga itu, dengan melihat ke tembok, kadang melihat kepala
teman-teman gitu”.(Student 5, Vovember 7th 2020)
“There is, at first, I just came forward, because it seems like they are
still new faces, so there is still nervousness, nut after a while, it’s not
really that bad, and if for example, I’m nervous too, looking at the
wall, sometimes looking at my friends’ head”.. (Student 5, Vovember
7th 2020)
36
“Intinya engga lihat muka-muka mereka gitu sih, misalkan kalo
melihat muka mereka pasti mereka tertawa”. (Student 5, November 7th
2020)
“The point is that they don't see their faces, for example, if they see their
faces, they laugh”. ”. (Student 5, November 7th 2020)
From the interview above, student 2 chose to use a compensatory
strategy for learning because student 2 tried to combine English and
Indonesian to explain the material or while speaking. It was also done by the
other 5 students to talk with friends or explain the material. They used to draw
English and Indonesian to practice their speaking. That shows that student 1
often applies the compensatory strategy. Because based on the explanation the
compensatory strategy is a strategy that allows students to use the new
language for understanding or production despite limitations in knowledge.
4. Memory Strategies
Table 4.4 Result of Metacognitive Strategies
5 1 2 2 3,90
3 4 3 1 2 3,70
both statetment in memory strategies, it show that students’ of third semester
37
Extract 1
“Iya, karena biasanya saya menyanyikan lagunya sambil melhat

liriknya, dan jika ada kilir yang saya tidak mngerti biasanya saya cari
di kamus”. (Students 3, November 7th 2020)
“Yes, because I usually sing the song while looking at the lyrics, and if
there are lyrics that I don't understand, I usually look it up in the
dictionary”. (Students 3, November 7th 2020)
From the interview above, student 3 chose to use a memory strategy
because student 1 often learned new vocabulary by listening to songs and she
can practice his pronunciation also. So you can remember vocabulary and the
pronunciation. From the statement above shows that student 1 applies strategy
memory. Because based on the explanation of the memory strategy is a
strategy used to remember a thing that has been read correctly and as is. And
from the results of the interviews of the 5 participants, all students chose to
answer the same statement. So the researchers chose one statement that was
almost close to the application of memory strategies.
38
5. Cognitive strategies
Table 4.5 Result of Affective Strategies
2 1 5 2 3,30
3 1 5 2 2 2,50
show that students are not frequently use social strategies in their language
learing. And from this participant, the researcher choose 5 students to be
interviewed. The result of the interview process will be listed as followed.
Extract 5
“Menghafal?? Palingan kayak membaca ulang lagi gitu sih, kalau

sudah sampai di rumah gitu, atau misalkan ada tugas gitu, yah baru
buka kembali materinya”. (Student 5, November 7th 2020)
“Memorize? Most like reading it again, when I back at home, or

suppose there is a task like that. Well, just reopen the material”.
(Student 5, November 7th 2020)
“Hmmp, Iya gitu”. (Student 5, November 7th 2020)
39
“Hmmp, that’s it”. (Student 5, November 7th 2020)
From the interview above, student 4 chooses to use cognitive
strategies for learning because student 2 tries to relearn lessons that have been
taught by the lecture and prefers to understand the material rather than
memorize the material. So that he is easier to answer the test or task. That was
also answered by the other 4 students who preferred to understand the
material rather than memorize it. Because of the explanation cognitive
strategies are capabilities that are internally organized that allow students to
use it to regulate the way she learns, remembers, and thinks.
6. Compensation strategies
Table 4.6 Result of Social Strategies
2 3 1 1 3 3,00
3 2 2 3 1 2 3,10
The result of the interview process will be listed as followed:
40
Extract 4
“Iya, saya suka belajar bahasa inggris bersama teman-teman yang

kata-kata bahasa inggris yang belum saya ketahui gitu”. (Student 4,
Vovember 7th 2020)
“Yes, I like to learn English with friends who smart, because they can
sharing the knowledge like words of English who I don’t know”.
(Student 4, Vovember 7th 2020)
“Iya, sangat membantu karna eeeeeeee,, separti yang tadi saya
bilang, mereka bisa membantu memberitahu kayak kosa-kata atau
pelajaran-pelajaran yang belum saya ketahui gitu”. (Student 4,
Vovember 7th 2020)
“Yes, it’s helpful because like just now I am saying, they can help
From the interview above student 4, choose to use social strategies for
learning because learning with friends who are more knowledgeable will add
to their insights. By inviting communication using English, and inviting to
collaborate with other friends in the learning process. This was also done by 4
other students namely controlling themselves when dealing with the audience
when explaining the subject matter. Because the language-based explanation
is a form of social behavior. This can be used as a communication tool and
can also be used to facilitate interaction by asking questions and cooperating
with others in the learning process. Learning with others and the right social
strategy is very important in this process. This causes students to get used to
making communication.
Table 4.7 Classification of questionnaire result

Indirect Strategies Direct Strategies
Participant
41
Social Metacognitive Affective Memory Cognitive Compensation
Strategies Strategies Strategies Strategies Strategies Strategies
1 2 3 4 5 6 7 8 9 10 11 12
S1 2 2 3 1 1 1 2 1 2 2 1 2
S2 3 5 5 5 3 3 5 5 3 3 5 5
S3 3 5 1 1 5 1 5 5 3 1 5 5
S4 3 3 4 4 4 5 5 4 5 3 4 3
S5 4 2 3 2 1 2 2 1 3 2 1 1
S6 3 2 3 4 4 5 4 3 2 3 4 4
S7 2 3 1 3 3 3 5 4 4 3 4 3
S8 3 4 5 5 2 5 5 5 5 1 1 1
S9 3 3 4 4 4 4 3 5 3 4 2 4
S10 3 3 3 3 3 3 3 4 3 3 3 3
29 32 32 32 30 32 37 39 33 25 30 31
Total Score 61 64 62 76 58 61
Precentage 7,32% 7,68% 7,44% 9,12% 6,96% 7,32%
Based on the table above, it could be concluded that all of the students were
used 6 strategies have their dominant strategies. It could be seen from the rank
with total score from each strategy and also with percentage. Therefore, the
researcher found the dominant strategies used by students was memory strategies
as the first rank with 76 as frequency and percentage as 9,12%, as followed by
metacognitive strategies as the second rank with 64 as the frequency and
percentage as 7,68%, the third rank was effective strategies with 62 as the
frequency and percentage 7,44%, fourth strategies as follow by social strategies
with 61 as the frequency and percentage as 7,32%, fifth rank was compensatory
strategies with 61 and percentage as 7,32%, sixth rank strategies as follow by
cognitive strategies with 58 as the frequency and percentage as 6.96%.
42
B. Discussion
Based on the shows above, the discussion contains ofthe Learning Strategies
used by the students Universitas of Muhammadiyah Sorong in learning Academic
Vocabulary. The researcher try to reflect with the relevant reference from
(Husain, 2011: 43) said that learning strategies in two main parts, they are: direct
strategies and indirect strategies. Direct strategies consist of memory strategies,
cognitive strategies, compensation strategies, and indirect strategies consist of
Metacognitive strategies, affective strategies, and social strategies.
The researcher will discuss from the highest until the lowest frequency. As
follow:
1. Affective Strategies
According to Darmasyah (2010:20-21) learning strategy is all about
perspective, thought, patterns, and direction that taken for gaining effective
learning. It can be seen from the statements of students. She said that “there
is, at first, I just come forward, because it seems like they are still new feces”.
(Student 5). This means that students often think that what they will explain
later will be wrong or not in accordance with the material presented.
Based on the research shown above the discussion about affective
strategies found that students tend to be nervous when explaining the material.
In this strategy applied students can control their own anxiety in explaining
the subject matter.Same as Hardan (2013) said, language learning strategies
encourage self-direction to learn. And it can be seen from the statements of
43
students. She said that "so, there is still nervousness, but after a while it’s
gone, and if I still nervous, by looking at the wall, sometimes I see the heads
of my freans”. (Student 5).
From the above data, it can be seen that student 1 tends to use active
strategies when explaining subject matter Mulyasa (Cited by Arini, 2013)
learning can be improved by developing aspects of affective (emotional
intelligence), because through the development of intelligence alone is not
able to produce a whole human being, as expected by national education. This
means that in learning students must increase their emotional intelligence in
order to produce the expected intelligence. Based on a needs analysis, which
aims to specify as closely as possible what exactly it is that students have to
do through the medium of English.
Meanwhile, in the Big Indonesian Dictionary, the word 'affective' is
identified with the term emotion and is interpreted in three kinds, namely: 1)
with regard to feelings (fear, love), 2) influencing circumstances, feelings, and
emotions, 3) having a style and meanings that indicate feelings (style of
language or meaning). Therefore students, this strategy is a strategy that is
often used by students. This can be supported by a questionnaire with a
frequency of 62 and a percentage of 7,44%.
2. Compensation Strategies
Hamidin (2015) asserted that compensatory strategies that are used for
speaking and writing (often known as a form of communication strategies) are
44
intended only for language use and must not be considered to be language
learning strategies. This means Compensatory learning strategies are used by
learners who are have a fairly high skill. This learning strategy usually used to
overcome some limitations in conversation. Lessons in trouble explaining
something in the language learned, for example, can use the resolution or
translation in the utterance to be saved to keep the process running. In fact,
Body Movements can be used to cover the limitations he faces. This is also
supported by the theory from Cohen (2010) stated that language learning
strategies constituted the steps or actions consciously that selected by the
learners.
This strategy is applied by students when explaining the subject
matter.It can be seen from the statements of students. She said that “yes, I
often combine (Mix) Indonesian and English, because I am not very fluent in
speaking English”. (Student 2). This research has different with previous
study of research from Rachmawati (2012) entitled language learning
strategies used by learners in learning speaking. She found that compensation
strategies are the most frequently used strategies employed by all learners. In
addition, it can be supported by data from questionnaires from student 2 with
this strategy ranked second with 61 as a frequency and can be a percentage of
7,32%.
3. Metacognitive Strategies
45
Third strategies is metacognitive strategies the students use this
strategies by evaluating learning, and preparation the material. A
metacognitive strategy is any learner's behavior related to tactics or ways of
learners to face and managing teaching and learning materials. This statement
is the same as what Hismanoglu (2010) stated that language learning
strategies help language teachers about how their student asses their situation
in learning process, plan, select skills so as to understand, learn, or remember
information in the language classroom. This is support by the interview “yes,
because of those points, sometimes the lecturer talks quickly, if we write the
important points, so sometimes if there is something we don’t understand what
we write down the point, so we do it, so we can find it by ourselves, oh,, it
turns out that this is what the lecture meant”. (Student 4)
In this study, strategy metacognitive manifested various types of
activities that can be put in the following three categories: focus attention,
plan and arrange teaching and learning activities, and evaluating teaching and
learning. Can be stressed that all this must come from and is done by the
learner.
Based on the data above, it can be shows that the students 5 use this
strategies to help her by preparation the material and then evaluating learning.
This strategies are used for organizing, planning, focusing, and planning one’s
learning, Moore (Cited by Pharm, 2017), said the metacognitive refers to a
46
person’s understanding of his knowledge, and thus a deep understanding of
his knowledge would reflect his affective use or a clear description of
pertinent knowledge. Then, which can be supported by data from
questionnaires from the third rank. The strategy used by students is
metacognitive strategy with 64 as a frequency, and get a 7,68% presentation.
4. Memory Strategies
Memory-related strategies is the strategies of entering information into
the brain according to the way the brain works (brain based technique).
Because the methods used are in line with the way the brain works, this will
improve creativity and efficiency of the brain in absorbing and storing
information. Oxford (Cited by Shafei, 2010) stated that language learning
strategies are the tools to make students more active and self- directed in
developing communicative competence. This relates to the fourth strategy
which is strategy memory students tend to used this strategies when learn to
speak. The students use this strategies by writing new vocabulary, watching
western movie or listening western songs, and reading. And this strategy also
means the key to success in learning English, according to Joe Speak (2017)
says there are 10 tips to help you reach the level needed in learning English
including watching movies with subtitles and listen to English.It can be seen
from the data from interview, she said “always, and not just song, watch
movie and talk to friend who can speak English. Yes, because usually I sing
47
the song while looking at the lyrics, and if there are the lyrics that’s I don’t
understand, I usuallly look it up in the dictionary”. (Student 3).
This research has same with previous study of research from Astrit
Tania (2014) Learning Strategies used by the student of Acceleration Class in
speaking English at MAN 3 Tulungagung. In this strategy the students can
memorize the lessons which help them store and retrieve information.
Based on the data above, it can be shows that the students 2 use this
strategies to remind his about what he have been remind and also to get new
vocabulary.Arellano (2017) said Memory strategies involve the mental
processes for storing new information in the memory and for retrieving
themwhen needed. These strategies entail four sets: creating mental linkages,
applying images and sounds, reviewing well and employing action. Strategies
can be used by teachers, parents, or by students themselves.The probable
reason for this is that memory strategies are often used for memorizing
vocabulary and structures in initial stages of language learning, but that
learners need such strategies much less when their arsenal of vocabulary and
structures has become larger.Moreover, this strategies is the fourth strategies
are used by students it can be seen by the questionnaire with 76 as frequency
and the percentage as 9,12%.
5. Cognitive Strategies
48
Nawawi in Fachrurrozi et al (2011: 5) suggests that methods in
language teaching refer to what teachers actually do and practice in order to
help learners achieve expected language skills. This refers to the fifth strategy,
the cognitive strategy. Strategies that students tend to use to repeat the lesson
or understand the material. This is also related to what Joe Speak (2010) said
about 10 tips to help you reach the required level including tips 4 which is
read as much as you can. You can start reading things for your level – if what
you read is too difficult, you‘ll get discouraged. Try children’s books or
comics – it might feel silly but the pictures and simple structures will help you
understand words you have not yet studied and they will help you with
everyday language in a context that is easier for you to understand. It can be
seen from the data from interview, she said “Memorize? Most like reading it
again, when I back at home, or suppose there is a task like that. Well, just
reopen the material”. (Student 5”. It can be conclude that students 2 tries to
prepare herself with used repeating, and practice naturalistically. This is a
strategy that students often use to practice their memory about learning.
According to Weinstein and Mayer (Cited by A Simsek, 2010), in their
review of research on the teaching of learning strategies, conceptualized two
main categories of strategies, 1) teaching strategies, such as the teacher
presenting material in a certain way, and 2) learning strategies, such as the
learner summarizing material in a certain way.
49
They further differentiated eight categories of learning strategies,
including basic and complex rehearsal strategies, basic and complex
elaboration strategies, basic and complex organizational strategies,
comprehension monitoring strategies and affective and motivational
strategies.Moreover, this strategy is fifth range because it can be seen front
questionnaire with 58 as the frequency and the percentage with 6,96%.
6. Social Strategies
The last strategy is social strategy. Students use strategies when
studying and apply these techniques when communicating in class while
studying with peers.According to Reigeluth and Degeng (2015), there are
three kinds of learning strategies including, Management Strategy: it is how to
organize the interaction between learners and learning strategy variables,
which are organizational strategy and delivery strategy. It refers in scheduling
and allocation of teaching that organized.
Can be seen from the extract 4 of students, she said that Yes, there are even
quite a lot of smart people who are good at learning English “Yes, there are even
quite a lot of smart people who are good at learning English ". (Student 2)
Chaer (Cited by Lavasani, 2011) suggests the term target language
which is a language that is being studied and wants to be mastered. It can be
seen from the data from interview, she said "In my opinion, it is very helpful,
because if there is a material that I don't understand, I will immediately ask
50
those who are smarter or superior in learning English.”. (Student 2). From
the data above, it can be seen that student 4 needs another to help him learn,
share knowledge. That proves that 4th students tend to use social strategies.
Lestari (2015) state that this strategy facilities language learning
through interaction with others. It consist of asking questions, cooperative
with others, and empathizing with others. Asking questions can be described
as 1) asking clarification or verification, or 2) asking for correction.
Meanwhile, cooperating with others can be applied by 1) cooperating with
peers, or 2) cooperating with professional users or native speakers of the
language. And last is empathizing with other involves 1) developing cultural
understanding, and 2) becoming aware of others' thoughts and feelings. In
addition, it can be supported by data from a questionnaire of 12 students. This
strategy is ranked second with 61 as a frequency and can be a percentage of
7,32%.
CHAPTER V
CONCLUSION AND SUGGESTION
51
This chapter presents the conclusions and the suggestions of the research. The
conclusions part presents the conclusions from the research finding and discussion.
The suggestion part presents some suggestions from the researcher to all students in
English language deparment at University of Muhammadiyah Sorong.
A. Conclusion
After the end of the process of the research, some conclusions were described
based on the result of data analysis. Based on the previous chapter, it can be
conclude that Language Learning Strategies used by university students in
mastering English academic vocabulary used by the students were compensation
strategies, social strategies, metacognitive strategies, memory strategies, affective
strategies, and cognitive strategies.
The first rank is memory strategies with a total of 76 with a percentage
of 9,12%, this shows that students often listen to western songs to look for new
vocabulary. The second rank is the metacognitive strategies with a total 64 with a
percentage of 7,68%, this shows that students write small notes when the lecturer
explains to be studied again. The third rank is effective strategies with a total 62
with a percentage of 7,44%, this shows that students control themselves when
they feel nervous in front of the class. The fourth rank is social strategies and
compensation strategies with the same number 61 with a percentage of 07,32%,
this show that studnets study with peers, ask for help while studying, and practice
speaking and combine English and Indonesian when talking with peers. And the
52
last rank is cognitive strategies with a total 58 with a percentage 6,96%, this show
that students memorize them then practice when talking to peers.
Based on the conclusion students are more dominant using memory strategies
because to involve the mental processes for stroring new information in the
memory and for retrieving them when needed. These strategies entail four sets
creating mental linkages, applying images and sounds, reviewing well, and
employing action in the language learning process.
B. Suggestion
The researcher has some suggestions for the students, the lecturer and the other
researcher. The suggestions as follow:
1. Students
Students must improve their abilities and skills in learning English by
practicing using several learning strategies. This can help students in making
students successful in their English skills.
2. Lecturer
Important for lecturer to prepare interesting material because
interesting material can increase student motivation. So students can obtain
their learning strategies to help students when students are active in learning
English.
3. For the Further Researcher
This research study aboutLanguage Learning Strategies Used by
University Students in Mastering English Academic Vocabulary. The
53
researcher expected to the further researcher that this research show the result
of this research can be used for additional reference the next research about
learning strategies.
REFERENCES
A, S., & Ali. (2010). Learning Strategies of Successful and Unseccessful University
Students. Turkey: Anadolu University.
Ali, & Simsek. (2010). Learning Strategies of Successful and Unsuccesses University
Studentsn. Turky: Anadolu University.
54
Ali, H., & Abdal, M. (2013). Language Learning Strategies: A General Overview.
Ramadi, Iraq: University of Anbar.
Arellano, & Dolores , C. (2017). Memory Learning Strategies in English as aa
Foreign Language in Vocational Studies. Espana: Consejeria de Education.
Arellano, & Dolores , C. (2017). Memory Learning Strategies in English at a Foreign
Lnguage in Vocational Studies. Espana: Consejeria de Education.
Arikunto, & Suharsimi. (2016). Manajemen Penelitian . Jakarta: Rineka Cipta.
Arikunto, S. (1997). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Renika
Cipta.
Astrit, I. (2014). Learning Strategies Used by the Students of Acceleration Class in
Speaking English at Man 3 Tulungagung. State Islamic Institute of
Talungagung.
Brown, & H, D. (2007). Principles Of Language Learning and Teaching (Fifth
Edition). New York: Person Education.
Burns, & Grove, S. K. (2003). Understanding Nursing Reseacrh. 3rd ed.
Philadelphia: Saunders Company.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed
Method Approach. Los Angeles: Sage: Pustaka Pelajar.
Darmasyah. (2010). Strategi Pembelajaran Menyenangkan Dengan Humor . Jakarta:
BumiAksara.
Ikhasan, & Ridha. (2017). The Students' Strategies in Learning Vocabulary of the X
Years Students at Boarding School at Aceh Besar. State University of Ar-
Raniry-Darussalam Banda Aceh.
Joe , S. (2017). Learn English With us Our English Learning Tips.
Jones, B. F., Palincsar, A. S., Ogle, D. S., & Carr, A. G. (1987). Strategies Teaching
and Learning: Cognitive Insruction in the Content Area. Alexandria, VA:
Assiciation for Supervision and Curiculum Development.
M, H. (2000). Lenguage Learning Strategies in Foreign Language Learnign and
Teaching.
Miles, & A, M. H. (1994). Qualitative Data Analysis. Thoudand Oaks: Sage
Publication.
55
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should
Know. New York: Newbury House.
Pharm, J. A. (2017). Strategies for Improvong Learner Metacognition in Health
Profesional Education. American Journal of Pharmaceutical Education.
Rachmawati, Y. (2012). Language Learning Strategies Used by Learners in Learning
Speaking. Journal of English and Education.
Sageghi, K., & Khonbi, Z. A. (2013). Learnenrs' Starting Age pf Learning EFL nad
Use og Lnguage Learning Strategy. International Journal of English
Language Teaching, 6.
Sugiyono. (2009). Metode Penelitian Pendekatan Kuantitatif, Kualitatif, dan R&D.
Bandung: Remaja Rosdakarya.
Tarigan, & Henry, G. (2009). Penkajian Pragmatik. Bandung: Angkasa.
Weinstein, C. E., & Mayer, R. E. (18986). The Teaching of Learning Strategies. In C.
W. M, Handbook of Research on Teaching (pp. (pp. 315-327). New York:
Macmillan.
Yunus, M. M., Sulaiman, N. A., & Embi, M. A. (2013). Malaysian Gifted Students'
Use of English Language Learning Strategies. International Journal of
English Language Teaching, 8-13.
56
APPENDICES
57
APPENDIX 1
(RESEARCH INSTRUMENT)
Blue Print/Indicator of Questionnaire
Part of Strategy Related to Items of

SILL Types the
SILL
A Social Learning with 1,2
Strategies others
B Metacognitive Organizing 3,4
Strategies and
58
evaluating
your learning
C Affective Managing 5,6
Strategies your emotions
D Memory Remembering 7,8
Strategies more
effectively
E Cognitive Using all 9.10
Strategies mental
processes
F Compensation Compensating 11,12
strategies for missing
knowlodge
Total 12
Questionnaire
Assalamualaikum Wr. Wb….

Sebelumnya terimakasih sudah menjadi partisipan dipenelitian ini. Penelitian
ini saya lakukan untuk mendapatkan Sarjana Strata Satu (S1) di Universitas
Muhammadiyah Sorong jurusa Pendidikan Bahasa Inggris. Dan saya memerlukan
data-data dari partisipan daripada anda dari pertanyaan yang saya ajukan. Adapun
59
dari kalian ada yang tidak paham tentang pernyataan yang saya ajukan tolong di
beritahukan agar saya dapat menjelaskan kepada anda kembali. Sekian dari saya
selamat menjawab pernyataan yang saya ajukan.
A. Penunjuk Pengisian
1. Tulislah data identitas Anda secara lengkap.
2. Bacalah semua pernyataan dan pilih salah satu jawaban sesuai dengan
penilaian Anda sendiri.
3. Berilah skor pada butir-butir pernyataan dengan cara member tanda
check list (√). pada kolom skor sesuai dengan criteria sebagai berikut.
sangat setuju, setuju, kurang setuju, tidak setuju, sangat tidak setuju.
4. Sebelum Anda kembalikan kepada peneliti, periksalah kembali
kuesioner Anda apakah semua pertanyaan telah dijawab.
5. Tidak ada jawaban yang benar atau salah, jawaban yang jujur sangat
diharapkan.
B. Data Responden
1. Nama :
2. Kelas :
3. Jenis Kelamin : ( ) Laki-laki ( ) Perempuan
C. Daftar Pernyataan
Skors
N
Pernytaan T ST
o SS
S KS S S
1
Saya selalu membantu teman saya
untuk belajar bahasa inggris
2 Saya selalu memperbanyak kosa
kata saya dengan latihan bersama
teman yang lebih pandai
3 Sebelum guru memberikan
pertanyaan, saya sudah
menyiapkan konsep yang berkaitan
tentang materi yang telah diberikan
oleh guru agar saya mudah untuk
mengingat
4
Saya selalu menulis point-point
penting diselembar kertas agar
60
saya selalu mengingat
5 Saya selalu melihat tembok atau
kearah lain agar saya mengingat
materi yang saya pelajari
6 Ketika menjelaskan sesuatu
didepan kelas saya selalu melihat
tembok agar rasa gugup saya
hilang
7 Saya selalu menulis kosa kata baru
8 Saya selalu mendengarkan lagu
barat untuk menambah kosa kata
9 Saya menghafal materi dengan
cara duduk diam di tempat
10 Ketika saya diberikan tugas bahasa
inggris, saya akan mengerjakan
tugas tanpa persiapan
11 Saya selalu menggunakan gesture
tubuh saya ketika gugup atau
membantu saya membaca dengan
keras.
12 Agar tidak bingung saat membaca
didepan kelas ketika saya
melupakan satu atau dua kata, saya
selalu mengkombinasikan bahasa
Inggris dengan bahasa Indonesia
Adapted fromSugiono (2014)
INTERVIEW GUIDELINES
Indicator of students Learning Strategies
61
Learning Strategies No Sub Strategies
DIRECT a Memory Strategies 4 Remembering more affectivelly
STRATEGIES b Cognitive Strategies 5 using all mental processee
c Compensation Strategies 6 Compensating for missing knowladge
d Sosial Strategies 1 Learning with others
INDIRECT
STRATEGIES e Metacognitove Strategies 2 Organizing and evaluating your learning
f Affective Strategies 3 managing your emotions
Yth. Responden,
Pertanyaan ini dibuat untuk mengumpulkan informasi terkait kebutuhan anda

dalam mempelajari materi Bahasa inggris. Ada 6 Pertanyaan yang akan ditanyakan
dan akan dijawab oleh anda. karena itu, anda diminta dengan hormat untuk
memberikan jawaban yang jujur. (jawaban anda akan direkam dalam bentuk rekaman
suara menggunakan HP)
Terimakasih atas kerja samanya.
1. Jelaskan apakah belajar bersama teman yang lebih pandai dalam belajar bahasa
inggris dapat membantu anda dalam meningkatkan cara belajar anda?
2. Jelaskan menurut anda. Pada saat mencatat point-point penting yang dijelaskan
oleh guru dapat membantu dalam proses belajar?
3. Jelaskan cara apa yang anda gunakan ketika anda gugup saat presentasi atau
menjelaskan materi didepan kelas?
4. Jelaskan menurut anda apakah menghafal materi dapat membantu anda dalam
mengingat materi saat presentasi atau menjelaskan materi didepan kelas?
5. Jelaskan menurut anda mendenggarkan lagu dapat menambah kosa kata baru
yang belum anda ketahui?
6. Jelaskan menurut anda apakah anda pernah mengkombnasi bahasa inggris dan
bahasa Indonesia saat menjelaskan materi?
62
APPENDIX 2 (RESEARCH DATA)
The analyzing of the Result of Questionnaire

Skors
No Pernytaan
SS S KS T ST
63
S S
1
Saya selalu meminta bantuan kepada
teman saya untuk belajar bahasa inggris 1 7 2
2 Saya selalu memperbanyak kosa kata saya
dengan latihan bersama teman yang lebih
pandai 2 1 4 3
3 Sebelum guru memberikan pertanyaan,
saya sudah menyiapkan konsep yang
berkaitan tentang materi yang telah
diberikan oleh guru agar saya mudah
untuk mengingat 2 2 4 2
4 Saya selalu menulis point-point penting
diselembar kertas agar saya selalu
mengingat 2 3 2 1 2
5 Saya selalu melihat tembok atau kearah
lain agar saya mengingat materi yang saya
pelajari 1 3 3 1 2
6 Ketika menjelaskan sesuatu didepan kelas
saya selalu melihat tembok agar rasa
gugup saya hilang 3 1 3 1 2
7 Saya selalu menulis kosa kata baru 5 1 2 2
8 Saya selalu mendengarkan lagu barat
untuk menambah kosa kata 4 3 1 2
9 Saya menghafal materi dengan duduk
diam di kursi 2 1 5 2
10 Ketika saya diberikan tugas bahasa
inggris, saya akan mengerjakan tugas
tanpa persiapan 1 5 2 2
11
Saya selalu menggunakan gesture tubuh
saya ketika gugup atau membantu saya
membaca dengan keras. 2 3 1 1 3
12
Agar tidak bingung saat membaca didepan
kelas ketika saya melupakan satu atau dua
kata, saya selalu mengkombinasikan
bahasa Inggris dengan bahasa Indonesia 2 2 3 1 2
DATA OF INTERVIEW
64
Students 1
Researcher : Assalamu’alaikum
Students 1 : Wa’alaikumsalam
Researcher : Boleh tau namanya siapa yah?
Students 1 : Nama saya Rindiyani Tuhuteru, biasa dipanggil Rindi
Researcher : Oke Rindi… apakah di antara temanmu ada yang pintar dalam
pembelajaran bahasa inngri?
Students 1 : Iya ada
Researcher : Apakah menurut kamu apakah belajar dengan mereka dapat
membantu kamu dlam belajar bahasa inggris?
Students 1 : Iya, karena terkadang apa yang di berikan dosen pada saat di kelas,
sebagian saya kuran paham sehingga dengan adanya teman saya,
saya dapat menanyakan kepada teman saya tentang apa yang belum
saya paham
Researcher : Oke oke, kalau saat dosen mengajar di depan, apakah kamu menulis
catatan-catatan kecil atau materi yang menurut kamu pentiing?
Students 1 : Iya, saya sering menulis catatan kecil dan meteri yang menurut saya
perlu di tulis, karena ini dpat mempermudah saya untuk mengingat
dan memahami materi yang telah di berikan dosen di kelas
Researcher : Apakah itu dapat membantu kamu ssaat mengerjakan tugas yang di
berikan oleh dosen?
Students 1 : Sebagian besar dari tulisan-tulisan itu cukup membantu
65
Researcher : Oh iya, apakah kamu seirng gugup pada saat menjelaskan di depan,
dan apakah kamu sering melihat tembok atau jendela argar rasa
gugup itu hilang?
Students 1 : Iya, saya sering melihat tembok atau mengalihkan pandangan saya
dari teman-teman saya agar saya tidak merasa gugup dan itu sangat
efektif untuk saya
Researcher : Oke, hmmmm,, apakah kamu sering mendengar lagu barat?
Students 1 : Iya, saya sering mendengrkan lagu barat
Researcher : Menurut kamu, apakah itu dapat membuat kosa kata anda
bertambah?
Students 1 : Iya, itu sangat membantu saya untuk menambah kosa kata, tidak
hanya itu, saya juga dapat melatih pengucapan saya dalam bahasa
inggris
Researcher : Oke Rindi, apakah kamu sering menghafal materi dari dosen?
Students 1 : Iya saya sering menghafal materi dari dosen
Researcher : Menurut kamu apakah dengan menghafal materi dapat membantu
kamu dalam mengerjakan tugas yang di berikan oleh dosen?
Students 1 : Iya kucup membantu, tapi harus di pelajari juga tentang materi yang
di hafal tersebut
Researcher : Apakah kamu sering mengkombinasikan bahasa inggris dan bahasa
Indonesia?
66
Students 1 : Iya saya sering melakukan itu jika saya tidak tau bahasa inggris dari
materi yang akan saya presentasikan, dan sebelum itu saya akan
menanyakan kepada dosen bersangkutan apakah bisa menggunakan
bahasa Indonesia dan bahasa inggris pada saat saya prentasi
Researcher : Oh iya,, terima kasih
Students 1 ; Oke, sama-sama
Students 2
Researcher : Selamat Sore
Students 2 : Iya, selamat sore juga
Researcher : Kalo boleh tau namanya siapa?
Students 2 : Evelin
Researcher : Ok Evelin, apakah di antara temanmu ada yang pintar dalam
pembelajaran bahasa inggris?
Students 2 : Ada, Bahkan lumayan banyak yang pintar yang pintar dalam
pembelajaran bahasa inggris
Researcher : Oke. Menurut kamu apakah dengan belajar bahasa inggris dengan
mereka yang pintar dalam bahasa inggris dapat membantu kamu
dlam belajar bahasa inggris?
Students 2 : Kalo menurut saya, sangat membantu sekali, soalnya kalau ada
materi yang saya kurang pahami, pasti saya langsung bertanya pada
mereka yang lebih pintar atau unggul dalam paembelajaran bahasa
67
inggris
Researcher : Oke oke.. kalau saat dosen mengajar di depan, apakah kamu sering
menulis catatan-catatan kecil atau matari yang menurut kamu
penting?
Students 2 : Iya, saya seirng sekali mencatat catatan-catatan kecil atau yang
sya anggap penting, agar nanti saya bisa belajar lagi
Researcher : Apakah itu dapat membantu kamu dalam mengerjakan tugas yang di
berikan oleh dosen?
Students 2 : Kalau menurut saya, iya, itu juga membantu saya ketika nanti
mengerjakan tugas dari dosen
Researcher : Oke, apakah kamu sering gugup pada saat menjelaskan didepan, dan
apakah kamu sering melihat tembok atau jelndela begitu agar rasa
gugupmu hilang?
Students 2 : Iya , sering sekali terjadi, apalagi kalau presentasinya individu. Iya
kbiasanya lihat ke arah tembok dan jendela adalah cara terbaik biar
tidak gugup lagi
Researcher : Apakah dengan melakukan hal itu dapat membantu gugup kamu
hilang?
Students 2 : Iya benar sekali, itu dapt membantu menghilangkan rasa gugup
Researcher : Oke. Mmmm,,,, apakah kamu sering mendengarkan lagu bahasa
inggris?
Students 2 : Iya sering
68
Researcher : Menurut kamu setiap mendengarkan lagu bahasa inggris itu dapat
membuat kosa kata anda bertambah?
Students 2 : Iya, dengan mendengarkan lagu bahasa inggris, itu membuat saya
mendapatkan banyak kosa baru
Researcher : Oke. Hmmmmm ,,, apakah anda sering menghafal materi dari
dosen?
Students 2 : Tidak juga sih, saya biasanya membaca materinya secara ulang dan
memahami materi tersebut ketimbang harus menghafal
Researcher : Oke oke. Apakah kamu sering memgkombinasikan bahasa inggris
dan bahasa Indonesia saat menjelaskan atau presentasi di depan
kelas?
Students 2 : Iya, saya sering sekali mengkombinasikan (mix) antara bahasa
Indonesia dan bahasa inggris, soalnya saya belum terlalu fasih
berbicara bahasa inggris. Extract 2: Compensatory Strategies
Researcher : Oh iya, Terima kasih!!
Students 2 : Iya, sama-sama
Students 3
Researcher : Assalamu’alaikum warahmatullahi wabarokatuh
69
Researcher : Sebelumnya mohon maaf, namanya siapa?
Students 3 : Nama saya Abdul Hafidh
Researcher : Oke Hafidh, apakah di kelas ada teman yang pintar dlam
pembelajaran bahasa inggris?
Students 3 : Ada,,,,
Researcher : Oke menurut kamu apakah belajar bersama merekan dapat
membantu kamu?
Students 3 : Sangat membantu
Researcher : Alasannya?
Students 3 : Karena saat kita melakukan kesalahan disaat mengerjakan tugas,
orang itu bisa mengoreksi kesalahan kita
Researcher : Oke, apakah saat dosen mengajar di depan, apakah kamu menulis
catatan-catatan kecil atau materi yang menurut kamu penting?
Students 3 Iya, tapi dengan cara di foto
Researcher : Apakah itu dapat membantu kamu dalam mengerjakan tugas yang
diberikan oleh dosen?
Students 3 : Iya, sangat membantu
Researcher : Oke, apakah kamu sering gugup pada saat menjlaskan di depan
kelas?
Students 3 : Ya, saya selalu gugup, jadi saya selalu melihat ke atas kepala
meraka (teman-teman)
Researcher : Apakah dengan melakukan hal itu, itu dapat membuat gugup kamu
70
hilang?
Students 3 : Iya, dan dibantu banyak bergerak saat di depan
Researcher : Oke, hmmmm,, apakah kamu sering mendengarkan lagu bahasa
inggris?
Students 3 : Selalu, dan bukan lagu saja, nonton film dan berbicara dengan
teman yang bisa berbahasa inggris
Researcher : Menurut kamu, setiap mendengarkan lagu bahasa inggris itu dpat
membuat kosa kata anda bertambah?
Students 3 : Iya, karena biasanya saya menyanyikan lagunya sambil melhat
liriknya, dan jika ada kilir yang saya tidak mngerti biasanya saya
cari di kamus
Researcher : Oke Hafidh, apakah anda sering menghafal materi?
Students 3 : Tergantung seberapa banyaknya materi yang harus di hafalkan, saya
tidak terlalu handal dalam menghafal materi
Researcher : Apakah dengan menghafal matri itu dapat membantu anda dalam
mengerjakan tugas?
Students 3 : Iyaa, dapat membantu
Researcher : Apakah kamu sering mengkombinasikan basaha inggris dan bahasa
Indonesia saat menjelaskan atau presentasi di depan kelas?
Students 3 : Iya, sering
Researcher : Oke, terima kasih
Students 3 : Iy, sama-sama
71
Students 4
Researcher : Assalamu’alaikum warahmatullahi wabarokatuh
Students 4 : Wa’alaikumsalam warohmatullahi wabarokaruh
Researcher : Boleh perkenalkan namanya siapa?
Students 4 : Nama saya Silvina Irna Dwiyanti
Researcher : Hmmm. Irna,,, apakah kamu suka belajar bersama teman yang lebih
pintar dalam bahasa inggris di kelas?
Students 4 : Iya, saya suka belajar bahasa inggris bersama teman-teman yang
kata-kata bahasa inggris yang belum saya ketahui gitu
Researcher : Hmmm. Pada saat kamu belajar bahasa inggris temanmu yang lebih
pintar, dapat membantu kamu dalam belajar bahasa inggris?
Students 4 : Iya, sanat membantu karna eeeeeeee,, separti yang tadi saya bilang,
mereka bisa membantu memberitahu kaya kosaa-kata atau pelajaran-
pelajaran yang belum saya ketahui gitu
Researcher ; Oke, kalau misalnya dosen sedang menjelaskan di depan, apakah
kamu sering menulis catatan-catatan kecil atau poin-poin penting ?
Students 4 : Sering
Researcher : Jadi dapat membantu kamu?
Students 4 : Iya, karena tadi poin-poin gitu tu, kadang kan dosen ngomomg
cepat gitu, kalau kita tulis poin-poin peenting gitu tu, jadi kita tu
72
kadang kalau seandainya ada yang nggak kita ngerti kita tulis poin-
poinnya, jadi kita itu bisa carisendri gitu, oh ternyata ini yah yang
di di maksud dari dosen itu.
Researcher : Hmmmm, terus,, misalnya kamu sedanggugup di depan kelas,
apakah kamu sering lihat tembok tau jendela?
Students 4 : Nggak, cuman Tarik nafas sajah dalam-dalam, terus yakini ayo bisa,
ayo bisa gitu,
Researcher : Hmmmp, dengan menarik nafas semua aka ter handle atau
terselesaikan begitu, tidak harus dengan melihat tembok atau
jendela?
Students 4 : Hmmm, kadang kalau melihat tembok tau jendela, kadang ada orang
yang lewat itu jadi konsennya hilang, fokusnya itu seperti hilang gitu
Researcher : Oke, apakah sering mendengarkan lagu barat atau lagu bahasa
inggris?
Students 4 : Sering
Researcher : Apakah menurut kamu pada saat kamu mendengarkan lagu barat,
apakah kosa kata anda bertambah?
Students 4 : Bertambah, karnah banyak kosa kata dari lagu-lagu barat itu yang
kayak kita ngga ketahui terus kita penasaran apa sih artinya, ahirnya
kita dapt kosa-kata baru
Researcher : Oh,,, oke selanjutnya, apakah kamu sering menghafal materi?
Students 4 : Kadang-kadang,
73
Researcher : Berrarti kadang hafal kadang tidak?
Students 4 : Iya, tergantung mood sih, kalau pengen hafal yah hafal, kalau tidak
yah tidak
Researcher : Oke, yang terakhir, pada saat kamu menjelaskan materi di depan
kelas, apakah kamu sering mengkombinasikan bahasa inggris dan
bahasa Indonesia?
Students 4 : Kadang-kadang juga, kadang gini kalo kita mau pakai bahasa inggris
semua gitu, kan masih ada kosa kata yang ngga di ketahui gitu
Researcher : Hmmm..
Students 4 : Jadi kadang kalo ada kosa kata yang ngga di ketahui itu kita
pakainya bahasa Indonesia
Researcher : Berarti pada saat mengkombinasikan bahasa Inggris dengan bahasa
Indonesia itu dapat memudahkan anda menjelaskan materi di depan
kelas?
Students 4 : Iya, seperti itu,
Researcher : Oke, thank you!
Students 4 : Iya. Sama-sama
Students 5
Researcher : Asslamu’alaikum warahmatullahi wabarokatuh
Students 5 : Wa’alaikumsalam warahmatullahi wabarokatuh
74
Researcher : Kalo boleh tau namanya siapa?
Students 5 : Nama saya Ana Faadila
Researcher : Oh,, Ana,,,hmmmm, kalo boleh tau di kelas teman-teman ada yang
pintar bahasa inggris tidak?
Students 5 : Hmm, banyak sih, banyak bangat
Researcher : Banyak, hmmmm, apakah menurut anda belajar bersama teman-
teman yang lebih pintar itu dapat membantu anda dlam
meningkatkan cara belajar anda?
Students 5 : Bisa dong.
Researcher : Bisa? Alasannya?
Students 5 : Hmm, karena apa yah? Dengan mendengarkan cara mereka
biscara,dan cara mereka mengerjakan soal,
Researcher : Hmmmp, kalau saat dosen menjelaskan depan kelas, apakah anda
sering menulis catatan-catatan kecil atau materi yang menurut anda
penting?
Students 5 : Iya, seirng, apalagi kalau misalnya ada kosa kata baru di dengar gitu,
sering di tulis di buku kecel, kayal di buku vocabulary gitu,
Researcher : Ohhh, buku vocabulary, terus, dengan adanya catatan poin-poin
penting begitu, itu dapt membantu anda dlam mengerjakan tugas
yang di berikan oleh dosen?
Students 5 : Iiiiyaaa. Iyaaa,
75
Researcher : Hmmmp, terus,, apakah sering merasa gugup saat menjelaskan di
depan kelas, terus saat gugup lihat ke tembok atau jendela agar rasa
gugup itu hilang? Sering tidak sih?
Students 5 : Ada sih,, waktu pertama baru maju ke depan, karena kan kayak
macam masih muka-muka baru gitu
Researcher : Hmmmm..
Students 5 : Jadi, gugup masih ada sih, tapi setelah lama-kelamaan gitu sudah
tidak terlalu sih, dan kalo misalnya aku gugup juga itu, dengan
melihat ke tembok, kadang melihat kepala teman-teman gitu
Researcher : Hmmmm.. teruss..
Students 5 : Intinya engga lihat muka-muka mereka gitu sih,, misalkan kalo
melihat muka mereka pasti mereka tertawa
Researcher : Hmmmp, terus selanjutnya, apakah sering mendengarkan lagu
bahasa inggris?
Students 5 : Paling sering, hampir setiap hari
Researcher : Hampir setiap hari,,, menuru anda setiap mendengarkan lagu bahasa
inggris itu dapat membantu atau membuat kosa kata anda
bertambah?
Students 5 : Eeeee, iya sih , sangat membantu sekali,
Researcher : Hmmmp, terus, apakah anda sering menghafal materi yang di
berikan oleh dosen?
76
Students 5 : Menghafal?? Palingan kayak membaca ulang lagi gitu sih, kalau
sudah sampai di rumah gitu, atau misalkan ada tugas gitu, yah baru
buka kembali materinya
Researcher : Berarti tidak menghafal tetapi cuman membaca ulang pelajaran yang
sudah dapatkan begitu?
Students 5 : Hmmm, iyaa gitu
Researcher : Selanjutnya apakah seirng mengkombinasikan anatara bahasa
inggris dengan bahasa Indonesia saat presentasi di depan kelas?
Students 5 : Sering bangat.
Researcher : Hehehe, sering bangat yah, oke terima kasih
Students 5 : Iya, sama-sama
Data of Interview
Students 1
Researcher : Assalamu’alaikum
Researcher : May I know who’s your name? yeah?
Stedents 1 : My name in Rindiyani Tuhuteru, usually called Rindi
77
Researcher : Okay Rindi… are there any of your friends who are good at learning
English?
Students 1 : Yes, there is
Researcher : Do you think that studying with them can help in learning English?
Students 1 : Yes, because sometimes what the lecturer gave me in class, partly I
did not
understand so that with my friend, I could ask my friend what I did
not understand
Researcher : Okay, okay, when the lecturer teaches in front, do you write small
notes or material that you think is important?
Students 1 : Yes, I often write small notes and materials that I think need to be
written because this can make it easier for me to remember and
understand the material that the lecturer has given in class
Researcher : Can it help you while doing the assignments given by the lecturer?
Students 1 : Most of these writings are quite helpful
Researcher : Oh yeah, do you often get nervous when you explain upfront and do
you often look at walls or windows to get rid of that nervousness?
Students 1 : Yes, I often look at walls or take my eyes off my friends so I don't
feel nervous and it really works for me
Researcher : Okay, hmmmm, do you often hear western songs?
Studnets 1 : Yes, I often listen to western songs
78
Researcher : Do you think that can increase your vocabulary?
Students 1 : Yes, it really helps me to increase my vocabulary, not only that, I
can also practice my pronunciation in English
Researcher : Okay Rindi, do you often memorize material from the lecturer?
Students 1 : Yes, I often memorize material from the lecturers.
Researcher : Do you think memorizing material can help you in doing the
assignments given by the lecturer?
Students 1 : Yes, it is quite helpful, but have to learn about the memorized
material
Researcher : Do you often combine English and Indonesian?
Students 1 : Yes, I often do that if I don't know the English language of the
material I'm going to present, and before that, I will ask the lecturer
if I can use Indonesian and English when I present.
Researcher : Oh yes, thank you
Students 1 : Okay, you are welcome
Students 2
Researcher : Good afternoon
Students 2 : Yes, good afternoon too
Researcher : May I know who's your name
Students 2 : Evelin
Researcher : Ok Evelin, are there any of your friends who are good at learning
79
English?
Students 2 : Yes, there are even quite a lot of smart people who are good at
learning English
Researcher : Okay. Do you think that learning English with those who are good at
English can help you in learning English?
Students 2 : In my opinion, it is very helpful, because if there is a material that I
don't understand, I will immediately ask those who are smarter or
superior in learning English.
Researcher : Okay, okay, when the lecturer teaches in front, do you often write
little notes or mats that you think are important?
Students 2 : Yes, I would like to write down small notes or what I think is
important, so that later I can study again
Researcher : Can it help you in doing the assignment given by the lecturer?
Students 2 : In my opinion, yes, that also helps me when I do assignments from
the lecturers
Researcher : OK, do you often get nervous when explaining upfront, and do you
often look at walls or windows so that your nervousness goes away?
Students 2 : Yes, it happens a lot, especially if the presentation is individual. Yes,
usually looking at the walls and windows is the best way so you
don't get nervous anymore
Researcher : Can doing that help your nervousness disappear?
Students 2 : Yes, that's right, it can help relieve nervousness
80
Researcher : Okay. Mmmm, do you often listen to English songs?
Students 2 : Yes, often
Researcher : Do you think that listening to English songs can increase your
vocabulary?
Students 2 : Yes, listening to English songs allows me to get a lot of new
vocabulary
Researchr : Okay. Hmmm, do you often memorize material from the lecturer?
Students 2 : Not really, I usually read the material over and over again and
understand the material instead of having to memorize it
Researcher : Okay, okay. Do you often combine English and Indonesian when
explaining or presenting to class?
Students 2 : Yes, I often mix (mix) Indonesian and English, because I am not
very fluent in English. Extract 2: Compensatory Strategies
Researcher : Oh yes, thank you !!
Students 2 : Yes, you’r welcome
Students 3
Researcher : Assalamu'alaikum warahmatullahi wabarokatuh
Researcher : Previously sorry, what's his name?
Students 3 : My name is Abdul Hafidh
Researcher : Okay Hafidh, are there any friends in class who are good at learning
81
English?
Students 3 : Yes,
Researcher : Okay, do you think studying with them can help you?
Students 3 : Very helpful
Researcher : The reason?
Students 3 : Because when we make mistakes while doing assignments, that
person can correct our mistakes
Researcher : OK, when the lecturer taught at the front, did you write small notes
or material that you thought was important?
Students 3 : Yes, but way of the photo
Researcher : Can it help you in doing the tasks given by the lecturer?
Students 3 : Yes, very helpful
Researcher : Okay, do you often get nervous when explaining in front of class?
Students 3 : Yes, I'm always nervous, so I always look over their heads (friends)
Researcher : Would doing that make you feel less nervous?
Students 3 : Yes, and they were helped a lot when moving forward
Researcher : Okay, hmm,,,, Do you often listen to English songs?
Students 3 : Always, and not just songs, watch movies and talk to friends who
speak English
Researcher : Do you think that listening to English songs can increase your
vocabulary?
Students 3 : Yes, because I usually sing the song while looking at the lyrics, and
82
if there are lyrics that I don't understand, I usually look it up in the
dictionary
Researcher : Okay Hafidh, do you often memorize material?
Students 3 : It depends on how much material I have to memorize, I am not very
good at memorizing the material
Researcher : Can memorizing the material help you in doing assignments?
Students 3 : Yes, it can help
Researcher : Do you often combine English and Indonesian when explaining or
presenting to class?
Students 3 : Yes, often
Researcher : Okay, thanks
Students 3 : Okay, you’re welcome
Students 4
Researcher : Assalamu'alaikum warahmatullahi wabarokatuh
Students 4 : Wa'alaikumsalam warohmatullahi wabarokaruh
Researcher : Whose name can I introduce?
Students 4 : My name is Silvina Irna Dwiyanti
Researcher : Hmmm. Irna, do you like studying with friends who are smarter in
English in class?
Students 4 : Yes, I like learning English with friends who are smarter because
they can share knowledge which is like English words that I don't
know yet.
83
Researcher : Hmmm. When you learn English, your smarter friend can help you
with learning English?
Students 4 : Yes, very helpful because e, as I said earlier, they can help tell rich
vocabulary or lessons that I don't know yet.
Researcher : Okay, for example, if the lecturer is explaining in front, do you often
write small notes or important points
Students 4 : Often
Researcher : So, that can help yu?
Students 4 : Yes, because of the points before, sometimes the lecturer says that
quickly, if we write the important points, so sometimes if there is
something we don't understand, we write down the points, so we do
it. You can find yourself, oh it turns out that this is what the lecturer
meant.
Researcher : Hmmmm, continue ... for example, if you are nervous in front of the
class, do you often see walls or windows?
Students 4 : No, I just take a deep breath, continue to believe, let's do it, let's do
that,
Researcher : Hmmmp, by taking a breath, everything will be handled or resolved,
don't have to look at the wall or the window?
Students 4 : Hmmm, sometimes when you look at a wall or a window,
sometimes there are people who pass by, so the concentration
84
disappears, the focus seems to disappear
Researcher : Okay, do you often listen to western songs or English songs?
Students 4 : Often
Researcher : Do you think that when you listen to western songs, do you increase
your vocabulary?
Students 4 : Increasingly, because there are a lot of vocabulary from western
songs that we don't know, we continue to wonder what they mean,
finally we get new vocabulary
Researcher : Oh, okay next time, do you often memorize material?
Students 4 : Sometimes
Researcher : Meaning that sometimes you memorize it sometimes you don't
remember it?
Students 4 : Yes, it depends on the mood, if you want to memorize it, memorize
it, if not
Researcher : Okay, lastly, when you explain the material in front of the class, do
you often combine English and Indonesian?
Students 4 : Sometimes too, sometimes it's like this if we want to use all English,
right? There's still vocabulary that we don't know
Researcher : Hmmm...
Students 4 : So sometimes if there is a vocabulary that we don't know, we use
Indonesian
Researcher : So when you combine English with Indonesian it can make it easier
85
for you to explain the material in front of the class?
Students 4 : Yes, like that,
Researcher : Okay, thank you
Students 4 : Pkay, you’re welcome
Students 5
Researcher : Asslamu'alaikum warahmatullahi wabarokatuh
Students 5 : Wa'alaikumsalam warahmatullahi wabarokatuh
Researcher : If you may know whose name?
Students 5 : My mane id Anna Fadila
Researcher : Oh , Ana ... hmmm, if you may know in class, are there any good
English speakers?
Students 5 : Hmm, a lot, a lot
Researcher : Many, hmm, do you think studying with smarter friends can help
you improve your learning?
Students 5 : Yes, can
Researcher : Yes? The reason?
Students 5 : Hmm, because of what? By listening to the way they talk, and the
way they do the problems,
Researcher : Hmmmp, when the lecturer explains to the class, do you often write
small notes or material that you think is important?
Students 5 : Yes, it's true, especially if you hear new vocabulary words like that,
often write them in small books, like in vocabulary books,
86
Researcher : Ohhh, the vocabulary book, continues, with the notes on the
important points, can it help you in doing the assignment given by
the lecturer?
Students 5 : Yes. Yes,
Researcher : Hmmmp, continue, do you often feel nervous when explaining in
front of the class, then when you are nervous looking at the wall or
window so that your nervousness is gone? Often not?
Students 5 : There is, at first, I just came forward, because it seems like they
are still new faces,
Researcher : Hmmm
Students 5 : So, there is still nervousness, but after a while, it's not really that
bad, and if for example, I'm nervous too, looking at the wall,
sometimes looking at my friends' heads.
Researcher : Hmmmm,,, continiu
Students 5 : so, there is still nervousness, but after a while it’s gone, and if I still
nervous, by looking at the wall, sometimes I see the heads of my
freans
Researcher : Hmmmp, then next time, do you often listen to English songs?
Students 5 : Most often, almost every day
Researcher : Almost every day,,, do you think listening to English songs can help
or increase your vocabulary?
87
Students 5 : Eeeee, yeah, very helpful,
Researcher : Hmmmp, continue, do you often memorize the material provided by
the lecturer?
Students 5 : Memorize? Most like reading it again, when I back at home, or
suppose there is a task like that. Well, just reopen the material
Researcher : That means you don't memorize but you just reread the lessons you
got?
Studnets 5 : Hmmm, I see
Researcher : Next, do you often combine English and Indonesian when
presenting to class?
Studnets 5 : Often extited
Researcher : Hehehe, often get excited, okay, thank you
Students 5 : Yes, you’ra welcome
88
APENDIX 3
(Documentation)
89
90
91
92
93
APPENDIX 4
(Examination Latter)
94
95

Zuhri Wael

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Zuhri Wael

Uploaded by

Copyright:

Available Formats

LANGUAGE LEARNING STRATEGIES USED BY UNIVERSITY

STUDENTS IN MASTERING ENGLISH ACADEMIC

Submitted in Partial Fulfillment of the Requirements for the Bachelor Degree in

ENGLISH LANGUAGE EDUCATION DEPARTMENT FACULTY

LANGUAGE LEARNING STRATEGIES USED BY UNIVERSITY

ADVISORS SIGNATURE DATE

1. Heriyanti. S.Pd., M.Pd ………………..

2. Dian Saputra S.Pd., M.Pd ………………...

Sorong, ……………..… 2020

Muhaiminah Akib S.Pd., M.Pd

The Roots of Education Is Bitter,

After finishing this thesis in Universitas Muhammadiyah Sorong.

ZUHRI WAEL. Language Learning Strategies Used By University Students in

This research used qualitative research in the form of descriptive qualitative.

Keyword: Learning Strategies, Acdemic vocabulary

ZUHRI WAEL. Language Learning Strategies Used By University Students in

Penelitian ini bertujuan untuk mengetahui strategi pembelajaran bahasa yang

Penelitian ini menggunakan penelitian kualitatif dalam bentuk deskriptif

Kata kunci: Strategi pembelajaran, kosakata akademis

family, his relatives, and all this followers.

The written of this thesis entitled “Language Learning Strategies Use by

Students University in Mastering English Academic Vocabulary”. This thesis is

Teaching Faculty of Teacher and Training Education Universitas Muhammadiyah

supports and helps.

1. Dr. H. Muhammad Ali, M.M., MH. The Rector of Universitas Muhammadiyah

Universitas Muhammadiyah Sorong.

3. Muhaiminah Akib S.Pd,. M.Pd The Head of English Language Education

Program of Faculty of Teacher Training and Education Universitas

thanks are expressed to some people, especially to

consultants who always give advice and guidance.

5. Thank you to Students of semester trhee at the Universitas Muhammadiyah

Sorong. Thank you for helping me to research in your generation

ADVISOR APPROVA L.........................................................................................................ii

Table 3.2 Description of the Questionnaire …………………………………………………31

Appendix 1 Research Instrument

research, the Objective of the research, and Significant of the research

(theoretically and practically), Scope of the research.

A. Background of the Study

Vocabulary is one of the essential language components in studying

English. Without a proportional amount of vocabulary anyonewill get trouble

master for language learner in learning language especially English is

vocabulary. It means that learning vocabulary is very important, especially for

grammatical rules to make communicate to another people.

Vocabulary in not easy to master, because student still gets difficulties

to master vocabulary because vocabulary is base of language skill, the general

difficult to applied the other English skills.

Vocabulary is needed to improve the four language skill, namely

conveyed, without vocabulary nothing can be conveyed. When we just learn

about grammar without learning vocabulary, we cannot express anything. It

Academic vocabulary is used across all academic disciplines to teach

required to know the chemistry concepts. According to Marzano (2005, as

cited in Adger, 2002) academic vocabulary includes general academic terms

such as analyze, infer and conclusion. It enables students to understand the

of the content vocabulary in order to understand the concept expected

throughout the concept standards (Schidt, 2005, as cited in Zwiers, 2008

Students’ reading comprehension skill are strongly related to ability

mastery of the student’s vocabulary itself. Tarigan (2009:58) adds reading

understanding is a kind of reading that aims to understand standard or literary

reading give an assessment by connecting with experience and knowledge it

quality of a persons’s ln,anguage depends on the quantity and quality of the

skilled in language. This means that mastery of a person’s vocabulary

determines the language quality of that person. Without having adequate